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Unit 1 Cultural relics
The fifth period Using Language
一、 教学目标(teaching aims)
1、 能力目标(ability aim)
a. Have the students master the way to ask for and give opinions of their own.
b. Make sure that they can make a judgment with the help of their own analyses.
2、 语言目标(language aim)
Enable the students to use the following sentence freely.
a. Are you sure he / she was telling the truth How do you know that
b. How can you be sure he / she was telling the truth
c. Why / why not
d. I (don’t) believe. Because….
e. I (don’t) agree with you. I (don’t) agree that ….
f. It can be proved.
g. The truth is (not) easy to know.
h. I think they have said useful things.
i. … has no reason to lie.
二、 教学重难点(Teaching important points)
a. Make notes while listening to the tape.
b. Be able to state opinions or evidence in English.
三、 教学方法(Teaching method)
a. Asking-and-answering activity.
b. Individual, pair work
c. Group discussion
四、 教学准备(teaching aids)
A recorder, a computer and a projector
五、 教学步骤(teaching procedure)
Step I. Lead in
T: Hello, class! Today let’s find something interesting in our daily life. At first, can you remember something in the text: “But some of the Nazis secretly stole the Amber Room itself. In less than two days, 100,000 pieces of the room were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.” Why can we say that the Nazis stole the Amber room and sent some of it to their country
S1: Perhaps that’s because somebody saw they did so.
S2: Because the Room was so wonderful that they wanted to get it and then they would become rich on it.
T: Perhaps you are right. Well, the person who saw them do so is the most important, I think. We call such kind of person witness. But how can we decide that the witness is telling the truth Well, let’s have a look at some pictures. In Picture a, the man in suit is saying: “I see you’re aiding the terrorists”. But the other man is answering: “Dissent”, which means that he disagrees with what the man was saying. Why Then, let’s say something about Picture b. The title of the pictures is: “People have been led to believe that Iraq caused 9/11”. Why is it so
(a) (b)
Step II Introduce “evidence & opinion”
T: Now let’s read two jokes. Then I’ll ask you questions. The first one is from Belgium. A man in Belgium was arrested because police suspected that he had robbed a jewelry store. The man swore he did not do it. When the police asked if he had an alibi, he explained that he had been busy breaking into a school at the same time, Police dropped the jewelry store charges and instead arrested him for breaking into the school. Then the second: A man and his girlfriend were robbing a convenience stor. While waiting for her boyfriend to finish getting the money, the woman noticed a contest entry form. Thinking it would be cool to win, she filled out the form; complete with her name, address, and phone number, A few hours later the police were at the couple’s house to arrest them. Do you know why the police arrested the persons
S3: Let me have a try. I think the persons in the jokes are so stupid. They told the police what they did and left a lot of information about themselves to the police.
T: Very good, thank you, S3. In other words, the police got some evidences easily from them. So, what is the evidence Please turn to P5 and listen to the tape. Then, I’ll ask “what is an evidence and what is a fact”.
(Play the tape recorder)
T: Well, who’d like to tell me what evidence is
S4: Evidence is a fact, which can be proved.
S5: An opinion is what someone believes is true but has not been proved.
T: In your opinion, which is more important for the judge in a trial
S6: I think the evidence is because it is the fact.
Step III Listening
T: Do you still remember that at the beginning of this period, we mentioned the German soldiers stole some of the Amber Room Now listen to the tape and write down as much information as you can to finish the form on P5. At first, read the three forms carefully. When I play the first time, please get the main idea of it. Then try to write something down.
Name Jan Hasek Job A miner
Place Czezh Republic Time 1945, now
What he heard Something exploded
What he saw He saw some German soldiers putting boxes in the mine. All the holes in the mines were filled
What he did Nothing
What he believes The Amber Room and some gold are buried in the mine.
Name Anna Petrov Job A maid
Place A castle in Konigsberg Time 1941-1945
What he heard She heard about the Nazis stealing many treasures from Russia and that something exploded at the end of August 1944.
What he saw Many trucks came to the castle one night before Christmas in 1941. She saw fires from the castle one night in August 1944.
What he did Nothing
What he believes The pieces of the Amber Room were burnt during the war.
Name Hans Braun Job A sailor
Place The Baltic Sea Time 1945
What he heard He was told to help some soldiers put big wooden boxes with treasures onto a ship. He was also told that a group of people is searching for the ship now.
What he saw A Russian submarine sank the ship.
What he did He had to swim three kilometers until a German boat saved him.
What he believes Those wooden boxes must be buried in the sand.
Step IV Discuss
T: Now, you’ve got so much information about the trial. In fact, the best evidence is factual and is given by a person who is most believable. The most believable eyewitness is the one who has nothing to gain from telling a lie. Do you think so, students
Ss: Yes.
T: OK, now suppose that you were one of judges. Which eyewitness was giving the best evidence Why do you say so You may have a group discussion. While you are discussing, please use the following sentences:
a. Are you sure he / she was telling the truth How do you know that
b. How can you be sure he / she was telling the truth
c. Why / why not
d. I (don’t) believe. Because….
e. I (don’t) agree with you. I (don’t) agree that ….
f. It can be proved.
g. The truth is (not) easy to know.
h. I think they have said useful things.
i. … has no reason to lie.
(Students discuss for 6 minutes)
T: Now, it’s time for you to present your views. Which group likes to try at first
S7:I think that all of them were giving us something useful because all of them seemed true to me. I’m puzzled.
S8: I think the miner was giving the best evidence because he was working there and he was familiar with the surroundings there and he could see what the Nazis were doing very clearly.
S9: I think the sailor was giving the best evidence because he helped with the boxes and he was even saved by the German soldier.
T: Do you agree with them Well, let’s see, yes, of course, the truth is not easy to know now, especially when all the facts are not known. Most of these events also happened a long time age. Perhaps people cannot remember things so clearly either, I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. So in my opinion, she is the most believable. Do you think so
Step V Homework
T: Today we’ve learned so much about evidence and opinions. If you want to be a lawyer or a judge, today’s knowledge must be helpful to you. OK, today’s homework, Reading and writing on P7.
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Unit 1 Cultural relics
The Second Period Warming Up and Pre-reading
I Teaching aims
1 Ability aims
1) Get the students to be able to role-play a conversation with the clues in Warming Up.
2) Get the students to be able to correctly express their feelings rather than their thoughts by means of answering the questions listed in Pre-reading.
2 Language aims
We are to get the students to practise their ability of talking about cultural relics, using knowledge of the English language the students have grasped.
II Teaching important points
Enable the students to get some basic knowledge or concept of cultural relics after having finished Warming Up and Pre-reading.
III Teaching method
Task-based method
IV Teaching aids
A computer connected with the Internet, a projector.
V Teaching procedures
Step 1 Warming Up
1 Show some pictures of Chinese cultural relics and ask.
T: Do you know what these things are
S: Chinese cultural relics / Cultural relics.
T: What is a cultural relic
S: A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.
T: What are these
S: Vases.
T: Do you know when they were made
S: ···
T: Ming Dynasty. They are very rare Ming Dynasty vases.
2 Connect with the Internet to see some more pictures of Ming Dynasty vases.
3 Present the situation in Warming Up to get the students thinking and talking about hard choice and how to make them. In this way we can get the students to role-play a conversation with the question: What will you say to him
Allow the students a few minutes to prepare the task.
Sample dialogue:
YOU: Hello, I am here to see Mr Zhang Ri. Are you Zhang Ri
MAN: Yes, I am.
YOU: My name is Hu Yuan. I’m from the Office for Cultural Relics.
MAN: Oh, is there some problem
YOU: Perhaps. I understand that you have an old Ming Dynasty vase.
MAN: Yes, I do but it’s not mine. Er – it belongs to my family.
YOU: Hmm. May I have a look at it
MAN: Why, yes, of course. Please come in. Right this way. Here it is.
YOU: It’s quite beautiful.
MAN: Yes, it is, isn’t it It’s been with our family for a long time.
YOU: Mr Zhang, I’m sorry to tell you this but I’m quite certain this is a cultural relic.
MAN: Oh, how can you be sure
YOU: It is just like the one described in a report I got.
MAN: What report
YOU: A report about a relic that is missing from a museum.
MAN: I haven’t heard about that.
YOU: Perhaps not. You say this relic has been in your family a long time
MAN: Well, actually, one of my cousins gave it to us.
YOU: When was that
MAN: Last year around the time of Mid-Autumn Festival.
YOU: I’m sorry to say this but I believe this is the relic the museum has lost.
Step 2 Pre-reading
In this part the students are required to further give free rein to their imaginations to discuss what they would do with a cultural relic but without the limitations of a specific situation on the knowledge they have got from the previous activity.
Sample dialogue:
T: If you found a cultural relic, what would you do with it
S1: I don’t know.
T: Would you want to keep it
S1: Of course not. It doesn’t belong to me.
T: Then why don’t you go to your community council
S1: I’m not sure I could trust the people there. What if the person I give it to keep it for himself
T: Good question. What do the rest of you think
S2: I guess I would ask my parents what to do with it.
T: That’s a good idea. Anyone else have an idea
S3: I would ask my brother. He is a policeman.
T: OK. Another good suggestion, but what if the others don’t have a brother who is a policeman
S3: Oh, right. Well, I would talk to someone in our city government.
······(The solution to the problem may be quite different because of individual)
Step 3 Leading-in to amber
In this part we will specially introduce some knowledge of amber and enable the students to get some perceptual knowledge about the Amber Room just by showing some pictures it.
Ask questions while showing the pictures:
Have you ever heard of amber
What is amber (Play a short video for the students to watch how amber forms.)
Have you ever seen anything made of amber
Can you imagine what a room made of amber looks like
Step 4 Homework
Prepare the reading passage
The following reference materials
can be linked with the Internet
中国的世界文化和自然遗产
1972年10月16日联合国教科文组织全会通过了《保护世界文化和自然遗产公约》，包括中国在内的缔约国迄今已达145个。从1978年公布第一批世界文化遗产的名单起，截至2004年7月中国已有30项列入世界文化和自然遗产目录。各省分布如下：
省份 项 目 名 称 项目性质 批准日期 序号
北京 故宫 文化 1987年12月 1
长城 文化 1987年12月 2
周口店猿人遗址 文化 1987年12月 3
颐和园 文化 1998年12月 4
天坛 文化 1998年12月 5
明清皇陵 (含新增加的南京明孝陵) 文化 2000年12月 6
河北 避暑山庄 文化 1994年12月 7
河南 龙门石窟 文化 2001年12月 8
山西 平遥古城 文化 1997年12月 9
云岗石窟 文化 2001年12月 10
山东 泰山 文化、自然 1987年12月 11
孔府孔庙孔林 文化 1994年12月 12
安徽 黄山 文化、自然 1990年12月 13
皖南古村落 文化 1999年12月 14
江苏 苏州园林 文化 1997年12月 15
福建 武夷山 文化、自然 1999年12月 16
四川 九寨沟风景区 自然 1992年12月 17
黄龙风景区 自然 1992年12月 18
峨眉山 乐山大佛 文化、自然 1996年12月 19
青城山 都江堰 文化 2000年12月 20
重庆 大足石刻 文化 1999年12月 21
江西 庐山 文化 1996年12月 22
湖北 武当山 文化 1994年12月 23
湖南 武陵源(张家界) 自然 1992年12月 24
陕西 秦始皇陵 文化 1987年12月 25
甘肃 敦煌莫高窟 文化 1987年12月 26
云南 丽江古城 文化 1997年12月 27
三江并流 自然 2003年 7月 28
西藏 布达拉宫 文化 1994年12月 29
吉林 高句丽王城、王陵 文化 2004年7月 30
附：中国的世界遗产名录
世界文化遗产（21处）
北京故宫
周口店北京人遗址
长城
西安秦始皇陵及兵马俑坑
敦煌莫高窟
曲阜孔庙、孔林、孔府
武当山古建筑群
承德避暑山庄及周围寺庙
布达拉宫（大昭寺、罗布林卡）
丽江古城平遥古城
苏州古典园林
北京颐和园
北京天坛大足石刻
皖南古村落西递、宏村
明清皇家陵寝
青城山——都江堰
洛阳龙门石窟
大同云冈石窟
中国高句丽王城、王陵及贵族墓葬
世界自然遗产（4处）
四川九寨沟 四川黄龙 湖南武陵源 云南三江并流
世界文化与自然遗产（5处）
山东泰山 安徽黄山 四川峨眉山——乐山大佛 福建武夷山
文化景观（1处） 江西庐山
人类口头遗产和非物质遗产代表（2处）
昆曲 古琴
世界文化和自然遗产相关网页：
1. 世界遗产公约
2. 国外世界遗产
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Unit 1 Cultural relics
The First Period Words And Expressions
Teaching aims
1 Ability aims
1) Correct pronunciation of the words to be learnt.
2) Correct spelling of the words to be learnt.
3) Know the meanings of the words to be learnt.
2 Language aims
1) The students are required to know how to use the words to be learnt.
2) The students are required to be able to understand and read things talked or written with the words to be learned in this period.
Teaching important points
We are mainly to teach the key words and expressions picked out in this unit. Get the students to be able to understand the meaning and grasp the usage of the words chosen.
Teaching method
Comprehensive teaching.
Teaching aids
A computer, a projector.
Teaching procedure
Step 1 Teaching and learning new words and expressions
Step 2 Practice
In this part we will prepare some words’ exercises for the students to do to see how much they have got about the key words and expressions
I. Complete the words in following sentences:
1. The Great Wall is one of the wonders of the world.
2. He had destroyed the evidence before the police arrived.
3. We have seen the design for the new school.
4. There’s some doubt whether they will accept it.
5. We only need to heat something ready to eat.
6. Mother had me remained at home to look after my little sister.
7. I’ll consider your suggestion.
8. I won’t let her do the work, besides, she’s ill.
9. What can prove his honesty
10. They got very friendly reception in our country.
II. Fill in the blanks with the words and expressions learnt in this unit:
1
Waking up, Mr. Smith found himself lying on a beach. He thought that that he could remain alive was a rare wonder.
He began to look into the surroundings in search of other passengers who might survive the accident, but failed. He gathered some dry leaves and wood, managing to use stones to light a fire. He removed his wet clothes and got them dried. Now he was considering how to get out of the island. There was no doubt that nothing could help him out but himself.
2
Some days later, Mrs. Green got enough evidence to prove that it was Miss Jones who saved her baby in that terrible fire. In return for Miss Jones’ help, Mrs. Green bought Miss Jones a jewel whose design is of the fancy style these days. However, Miss Jones refused it, saying, “I only did what anybody would do. I won’t accept any gifts that should not belong to me.”
III. Change the following sentences
1. The bike there is his.
The bike there belongs to him.
2. Britain was fighting against Germany then.
Britain and Germany were at war then.
3. It is certain that they will come.
There is no doubt that they will come.
4. I think that your suggestion is the best of all.
I consider your suggestion as the best of all.
5. Jack went to look for a doctor for his sick wife.
Jack went in search of a doctor for his sick wife.
1. IV. Translate the following sentences
2. 你知道他们在调查什么吗？(look into)
Do you know what they are looking into
2. 我送他一本词典作为他帮助我的回报。(in return)
I gave him a dictionary in return for helping me.
3. 请把这桌子搬走, 好吗 (remove)
Please remove the table, will you
4. 这次事故中只有几人生还。(survive)
Only a few people survived in the accident.
5. 依我看, 他不会来。(opinion)
In my opinion, he won’t come.
V.
1. Student’s Book
Page 3 Learning about language Exx. 1 & 2
2. Workbook
Page 42 Ex. 1
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Unit 1 Cultural relics
The Third Period Reading
I. Teaching aims
1. Ability aims
1) Get the students to comprehend the text, the Amber Room.
2) Get the students to be able to talk about or retell the Amber Room with their own words.
3) Get the students to be able to search for more information, either past or today, of the Amber Room through their own possible ways.
2. Language aims
1). Enable the students to understand key sentences in this passage.
2). Enable the students to use key sentence structures in key sentences.
II. Teaching important points
1. Get the students to understand the history of the Amber Room, the world cultural relics and strengthen their realization of the cultural relics’ protection.
2. Get the students to learn to tell the facts and views, toughen their ability of thinking analysis.
III. Teaching methods
Cognitive approach and task-based method.
IV. Teaching aids
A tape-recorder, a computer connected with the Internet and a projector
V. Teaching procedures
Step 1 Revision
Ask the students some questions:
1. What is a cultural relic
2. Can you think of any cultural relics you know
3. What shall do to protect cultural relics
4. What will you do if you have find a cultural relic
Step 2 Leading-in
Show some pictures of the Amber Room to stir the students’ stimulation on sensory, arousing their interest in reading the passage and sympathy. These pictures will also help the students comprehend the Amber Room. Meanwhile, we might as well give them some questions to help them read the text with purpose.
1. What does the text tell us about amber
2. How many tone of amber were used to make the Amber Room
3. What else were used to make the room besides amber
4. Why was the Amber Room first built
5. When and why did Frederick William I give the Amber Room to Peter the Great
6. What did Peter give in return
7. What did Catherine the Great do with the Amber Room
8. When and how was the Amber Room supposed to have been lost
Step 3 Reading comprehension
1. Get the students to read the text quickly and silently.
2. Ask the students the question “What does the text tell about the Amber Room ”(It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.) besides the ones given in Leading-in.
3. Get the students to read the text carefully again.
4. Ask some more questions about the Amber Room.
1) What could the King of Prussia never think of his present to the Russian
He could never think of his present would have such a strange history.
2) Why was the gift given the name the Amber Room
Because about seven thousand tons of amber were melt to make it.
3) What shape can the amber be made into when heated
Any shape.
4) Is the Amber Room pure amber made with
No. It’s also made with gold and jewels.
5) Was the Amber Room specially made to be a gift
No, it wasn’t.
6) What was the Amber Room made for
For the palace of Frederick I.
7) What did the Czar give the King of Prussia as a repayment
55 of his best soldiers.
8) Where was the Amber Room first placed
In the Czar’s winter palace in St Petersburg.
9) What did Catherine II do to the Amber Room
She had her artists add more details to its design.
10) Is the Amber Room still in Russia
No, it isn’t.
11) Where is it now
No one knows. It remains a mystery.
12) What happened to the Amber Room
It was stolen by the Nazis and is missing now.
13) When did the Amber Room disappear
During the Second World War.
14) What were saved from the Amber Room
The furniture and small art objects.
15) How old is St Petersburg now
3╳ ╳ years old now.
5. Play the tape for the students to listen and follow.
6. Comprehending exercises.
1) SB Page 2.
2) SB Page 3.
Step 4 Language points
Go through the text and deal with the language points in it. There are some important sentences for the students to grasp.
1. Frederick William I, …, could never have imagined that his great gift …
情态动词 + have done 表示对过去发生的事情的推测、批评、反悔等 意。如：
You should have told him about it yesterday.
The ground is wet everywhere. It must have rained last night.
Complete the following:
I could have lent him money (我本可以把钱借给他) but he didn’t tell me he needed it.
You must felt very nervous (你一定感到很紧张) when you spoke in front of so many people.
2. , it easily melts when heated.
when heated = when it is heated. 这是状语从句的省略，省略部分是“主语+be”，省略的主语应与从句的主语相同。例如：
While walking the dog, you were careless (B1 P1)
When brainstorming, you can follow these steps. (B1 P15)
Exx.
Once seen (一旦见到), the beautiful scenery can be never forgotten.
I won’t attend their party even if invited (即使被邀请).
She will remain silent unless spoken to her (如果不跟她说话).
I called on them when staying (逗留) in London.
When first introduced (当第一次介绍) to us, he looked shy.
2. The design for the room was of the fancy style popular in those days.
a.“be + of + 名词(词组)” , 表示主语的某种形状、特性或特征。
e.g. I’m pleased to have been of help to you.
All of the boys in the class are of the same age.
Complete the following sentences：
These models are of different sizes (大小各异).
The meeting is of great important (很重要).
Such books are of no use (没用).
They are of great help (很有帮助)to learners of English.
Your advice is of great value (很有价值)to our work.
b. “popular in those days”是形容词短语修饰 the fancy style。凡是可以充当表语的形容词组，作定语时通常后置。例如：
They have a house larger than yours.
People easy to get along with are popular everywhere.
The boys easiest to teach are in my class.
3. In 1770,the room was completed the way she wanted.
“the way she wanted”是方式状语从句, the way 的用法与连词相同, 后面带that, that常常省略。
e.g. I was never allowed to do things the way I wanted.
Step 5 Consolidation
1. Ask the students some summing-up questions.
How many tons of amber were used to make the Amber Room
Seven thousand tons.
What else were used to make the Amber Room
Gold and jewels.
Why was the Amber Room first built
It was built for the palace of Frederick.
When and why Frederick William I give the Amber Room to Peter the Great
In 1716. It was given as a gift of friendship from the Prussian to Russian people.
What did Peter the Great give in return
55 of his best soldiers.
What did Catherine the Great do with the Amber Room
She told her artists to add more details to its design.
When and how was the Amber Room supposed to have been lost
In September, 1941. The Nazis secretly stole the Amber Room.
2. Ask some students to talk about or retell the Amber Room with their own words.
Step 6 Homework
1. SB WB Page 43 Ex. 3
2. SB WB Page 44 Reading task
课文背景资料相关网页：
1. Peter the Great 2. St Peterburg
3. Winter Palace & Summer Palace
4. Catherine II 5. Konigsberg
6. History of the Amber Room
7. In Search of the Amber Room
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Unit 1 Cultural relics
The fourth period Learning about language
1、 教学目标(teaching aims)
1、 能力目标(ability aim)
a. Enable the students to recognize the meaning of a new word in a passage and tell them how to remember new words.
b. Enable the students how to understand between the lines.
2、 语言目标(language aim)
Have the students find the rule of the attributive clause and introduce the definition of the
2、 教学重难点(Teaching important points)
1、 The rule of the attributive clause
2、 What is the non-restrictive attributive clause
3、 教学方法(Teaching method)
Elicitation, discussion
4、 教学准备(teaching aids)
A projector, a computer
5、 教学步骤(teaching procedure)
Step I Daily report:
Review the text by asking the students a few questions and deal with the words and expressions in the text by finishing Exx1-3 on P3.
T: Hello, everyone! It’s time for our daily report. I have given you the topic of this week, which is something about cultural relics at home and abroad. S1, it’s your turn. Welcome, I know that you are one of the best speakers in our class. What will you tell us
S1: It’s about the Great Wall of China.
T: Oh, really My friends, let’s listen to her carefully.
S1: At first I have to say, I feel so proud of the Great Wall in our country that I searched the library for information about it. The Reat Wall of China is called the “Wan Li Chang Cheng” in Chinese. In fact, it’s more than 6000 kilometers long. It winds its way from west to east, across deserts, over mountains, through valleys till at last it reaches the sea. It is one of the wonders of the world. The Great Wall has a history of over 20000 years. Parts of it were built through different dynasties. Tt was during the Qin Dynasty that the parts were joined up into one long wall. The Great Wall is wide enough at the top for five horses or ten men to walk side by side. Along the wall are watchtowers, where soldiers used to keep watch, Fires were lit in the towers as a warnig when the enemy came. It was difficult to build such a wall in the ancient days without any modern machines. All the work was done by hand. Thousands of men died of cold and hunger when they were forced to work on the wall. Today the Great Wall has become a place of interest to the Chinese people and people from all over the world. That’s all. Do you enjoy it
T: Of course, we do. Thank you for your wonderful speech. I think that all of the Chinese take pride in the Great Wall.
Step II Discovering useful words and expressions:
T: Well, we’ve learned so much about the cultural relics, especially about the Amber Room and the Great Wall. Now let me see if you can find the words in the text with the help of the meanings. Please turn to page 3.
(Students do the exersice. 4 minutes later.)
T: OK, time is up. Who’d like to write the words on the blackboard Any volunteers
(4 students come to the blackboard to write the words)
T: All right, thank the four of you. Let’s see who did the best S2, you did the best. Can you tell us how you can find all of them so quickly and correctly
S2: Well, I think if you can understand the text well, you can do it well. And of course, you have to be careful.
T: Right, you are always hardworking. In my opinion, you have to read the meaning carefully at first, then decide the part of the speech of the word, for example, is it a noun, a pronoun or a verb Then you have to read the text and try to understand it. At last, you may find them in the text. Do you think so
S2: Yes.
T: Everyone, as you know, an English word can have many different meanings when used in different places. What do you think is the most important thing for us to do such kind of exercise Now let’s look at page 3, exercise 2.
(Students do it. One minute later.)
T: Now, who can tell me what is the most important thing
Ss: Understanding!
T: Yes, so you know understanding is the most important thing for us to learn English. Now let’s do some other things about at phrase. You may discuss in pairs.
(Students do it)
T: Well, let’s have a check. (2 minutes for checking the answer)
Step III Discovering useful structures:
T: Well, please look at the slide. Do you think the casket beautiful
Ss: Yes, very beautiful.
T: But I’m so sorry to say that the article in it was lost. Do you know what it was I’d like you to guess using the structure “Is it something that …… ”
S3: Is it something that your husband gave you
S4: Is it something that you were rewarded from your mother
S5: Is it something that you bought for your daughter
(Teacher write the sentences down on the blackboard.)
T: Very good, you used very good sentences. I felt so sorry for the thing I lost. It meant much to me. Please look at one page of my diary.
(Teacher shows the slides to the whole class.)
T: So, you see, it was a rare jade stone. Can you tell the difference between the two groups of attributive clause You may discuss with your partner.
T: All right. Who can tell me the difference between them
S6: In my opinion, the sentences in the second group aren’t used to modify the jade stone, but used to give us more information about it.
T: Excellent, you struke the right note! This is the difference between restrictive attributive clause and non-restrictive attributive clause. Now lets try to find all the attributive clauses from the text and understand the meaning of them.
(Students do that.)
T: You please tell your partner how you understand those sentenses that you found in your text.
Step IV. Practice
T: Now we’ll see how we can combine the sentences together on P4. I’ll invite some of you to say them out one by one.
S7: Here are the farmers who discovered the underground city last month.
S8: Xi’an is one of the few cities in which walls remain as good as before.
S9: Shaanxi Province is a place where relics are well looked after.
S10: The woman remembered the day when she saw Nazis burying something near her home.
S11: The old man you are talking to saw some Germans taking apart the Amber Room and moving it away.
T: Well done. Then we’ll have some more practice. This time, please pay special attention to when we should use restrictive attributive clause or non-restrictive attributive clause. Then I’ll ask some of you to report your sentence to the whole class.
(Students practise them.)
T: OK. Time is up. Who’d like to tell me your sentences
S12: St Petersburg is a very beautiful city, which was once called Leningrad, is a very beautiful city.
S13: In Xi’an, I met a teacher who has a strong live for cultural relics and who took me to visit the history museum.
S14: I don’t remember the soldier who told me not to tell anyone what I had seen.
S15: People didn’t pay as much attention to cultural relics in the old days, when my grandfather was a child.
S16: They moved the boxes to a mine, where they wanted to hide them.
T: Good. Now we’ll have a group discussion. Suppose you are some of the designers of an amber jewelry. How can you design a jade stone with an amber stone in the center of it Please use the non-restrictive attrubutive clauses when necessary. Xi’an, I met a teacher who has a strong love for cultural relics and who took me to visit the history museum.
(Students discuss for 6 minutes)
T: All right. It’s time for me to collect your ideas.
S17: If I were the designer, I would choose the style in the middle, which reminds me of Jesus all the time.
S18: I want to use the one on the bottom left corner, which seems luxurious.
S19: I’d like to choose the smallest one, which is so tiny and light to carry.
S20: I feel like choosing the triangle one, which meets my taste.
S21: I want to use the one in the shape of ellipse, which I think is classical and graceful.
T: Well, it seems that there are so many wonderful designers in our class.
Step V Homework
T: Today we’ve learned so much about the restrictive attributive clause and non-restrictive attributive clause. Please go over what you have learned today and use as many attributive clauses as you can. Today’s homework:
1. Using structures on P43.
2. Prepare Using Language on P5.
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